Investigating the effect of training package selfreguleted-metacognitive learning strategies on academic procrastination of secondary school students

The present study was conducted to determine the effectiveness of teaching selfreguleted -metacognitive learning strategies on academic procrastination students in Tabriz,. For this purpose, 60 students with high procrastination were selected through preliminary study and screening. In a pilot design, they were assigned to two experi-mental and control groups.The tools used in this research included the degree of Academic Procrastination. and to analyze the data,multivariate covariance analysis was used The results The results showed that significant difference between the two groups of test and control (p <0.001). Therefore, teaching autonomous-metacognitive strategies reduces and improves the average grades of the experimental group in three components (preparing materials and assignments, studying for the exam, preparing sentences and years of study) and increasing the mean scores in the component (feeling upset about the negligence of work). this research showed that by training their strategies The metacogni-tive battalion can provide programs to improve and reduce academic procrastination; this research has implications for teachers, trainers and school counselors that can use their results to improve students' progress.